Whole+numbers+Lesson+Plan

Tens Lesson Plan

Name: Kelly Frintzilas Date: September 10, 2010 Curriculum Area: Mathematics

Specific Topic: Concept of Tens

Year Level: 2

Essential Learnings (knowledge, understanding and ways of working) to be addressed:

Knowledge and Understanding: Number-Whole numbers, simple fractions and the four operations are used to solve problems. Ways of Working: Students are able to: Prerequisite knowledge or understanding of concepts/skills students should possess: Students should have prior experience counting by ones and pre-number concepts, skills and patterning.
 * Whole Numbers (to 999) have position on a number line and each digit has place value
 * Whole Numbers (to 999) can be represented in different ways, including the use of concrete materials, pictorial materials, number lines and technologies.
 * Identify mathematics in everyday situations
 * Pose basic mathematical questions and identify simple strategies to investigate solutions
 * Plan activities and investigations to explore mathematical concepts, questions, issues and problems in familiar situations
 * Use everyday and mathematical language, mental computations, representations and technology to generate solutions and check for reasonableness of the solution
 * Make statements and decisions based on interpretations of mathematical concepts in familiar everyday situations
 * Evaluate their own thinking and reasoning, giving consideration to how mathematical ideas have been applied
 * Communicate thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations, and technologies
 * Reflect on and identify the contribution of mathematics to everyday situations
 * Reflect on learning to identify new understandings

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|| Specific Learning Outcomes for this Lesson > > > || * Whole class discussion (Leading Math Success, n.d.) Both formative and summative assessment will be used throughout this lesson plan. Both observation and questioning will occur to ensure the concept of tens is understood. Group work will be utilised to monitor student levels of understanding of the tens concept. Summative assessment will occur during the body of the lesson to gauge individuals level of understanding of the concept. ||
 * **Time Req.** ||  **Teaching / Learning Strategies**  ||  **Organization**  ||  **Resources**  ||  **Type of formative or summative assessment**  ||
 * **Orientating Phase / Introduction** ||
 * Students should be able to recognise that grouping objects into groups of tens, can make counting easier and faster. || 10mins || * Introduce the concept of tens by playing a warm-up game to get students thinking of different ways to count objects
 * Present the class with a jar of lollies. How many lollies are in my jar?
 * Other than guessing and counting the lollies by ones, how else could you count the lollies?
 * Could we count by two's or fives?
 * Class counts together to determine the amount of lollies by two's and five's.
 * Although we can figure out how many lollies there are by counting by two's and five's, there is a faster easier method.
 * Let's try counting by tens. This introduces students to the concept of tens and grouping of tens, using student language.
 * Let's group the lollies into groups of ten and try counting the groups of ten. We will first have to sort the lollies into groups of ten.
 * We have 1 group of ten, 2 groups of ten, 3 groups of ten and 4 groups of ten. 10, 20, 30, 40 lollies. We have 3 lollies left that we can't make a group of ten with. So we have 4 groups of ten and 3 ones left over. We have 43 lollies altogether.
 * When we have numbers greater than 9, we can count by tens by determining how many groups of ten are in the number.
 * Students seated on the carpet in view of the lolly jar. || * Jar of 43 lollies || * Formative, observations and questioning
 * Monitoring of students ability to group lollies into groups of tens. ||
 * **Enhancing Phase / Body** ||
 * Students should be able to group concrete materials into groups of ten and recognise that 10 individual cubes is equivalent to one ten. || 25mins || * Reinforce the concept of tens by using groupable models to demonstrate the concept of tens. Using connecting cubes, reinforce the concept of tens within the student's language stage.
 * In groups of 4, each group will be provided with an amount of connecting cubes (each group will have a different amount of connecting cubes).
 * Students in their groups allocated by the teacher will determine how many groups of ten connecting cubes can be made out of the total of the cubes that they are given.
 * Once students have determined how many groups of tens are in their cup, the group is to write the amount of tens and ones that are in the cup. Students should be encouraged to group them into tens and ones.
 * The groups should move clockwise to another group's station and do the same activity with a different amount of connecting cubes to practice the tens concept. Students will move around the round robbin activity until all stations have been visited.
 * Individually students will show their understanding of the tens concept. Can you draw me a picture of what one group of ten would look like? Can you draw me a picture to illustrate if you hadn't of grouped the ten together and the group of ten was all pulled apart (this stage will represent the Materials Language Recording Stage by use of pictures only).
 * Students to submit their pictures for assessment
 * The picture I have just asked you to draw demonstrates one group of ten or 10 ones.
 * We can say that 10 ones is the same as 1 group of ten or 1 ten. || * Desks arranged into groups to seat 4 members
 * 5 different group allocations, depending on class size
 * Desks set-up for round robbin activity.
 * Individual desks to participate in summative assessment || * Plastic connecting cubes
 * Plastic cups to hold connecting cubes
 * Paper
 * Coloured pens || * Formative Assessment, ongoing monitoring of groups, to check for understanding of the tens concept.
 * Summative Assessment, submission of drawings to represent tens understanding. ||
 * **Synthesising Phase / Conclusion** ||
 * Students should be able to reflect on the tens concept by the applying the concept to everyday situations to show their understanding. || 10mins || * To conclude the lesson, ask students to demonstrate their knowledge of tens by forming into groups of ten.
 * Can you show me your understanding of groups of ten, move yourself to form into groups of tens.
 * How many groups of tens are there?
 * How many students are there who didn't fit into a group of ten?
 * How many more students would we need to form another group of ten?
 * Can you think of a situation where you could use the concept of tens in everyday life?
 * Think of an item that you would group into groups of ten to make finding the total easier and more efficient.
 * Think about how we just found out how many students there were in the class. We grouped them into groups of ten and found out how many individual students there were that couldn't be grouped into groups of ten.
 * We can use the concept of tens to work out how many object/s there are altogether without counting by ones.
 * In a two digit number, we can see the place value and determine how many tens and how many ones there are. || * Whole class outside in a spacious area ||  || * Formative, informal and probing questions to determine knowledge of tens concept ||
 * **Assessment Strategies (link to Learning Outcomes):**

Kids book review. (n.d.). Lesson Plans by Book Title A-Z [image]. Retrieved August 30, 2010 from http://kids-book-review.blogspot.com/2009/08/teachers-notes-z-book-titles.html

Leading Math Success. (n.d.). Connecting Cubes [image]. Retrieved September 10, 2010 from http://oame.on.ca/lmstips/files/Manips/ManipWebsites.htm

Queensland Studies Authority. (2007). Mathematics Essential Learnings by the end of Year 3. Retrieved September 10, 2010 from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_maths_yr3.pdf